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Jill Bergeron

I Won't Hire People Who Use Poor Grammar. Here's Why. - Kyle Wiens - Harvard Business Review - 1 views

blogs.hbr.org/...i-wont-hire-people-who-use-poo

grammar harvard business review English code coding

shared by Jill Bergeron on 15 Jan 14 - No Cached
  • I have a “zero tolerance approach” to grammar mistakes that make people look stupid.
  • Everyone who applies for a position at either of my companies, iFixit or Dozuki, takes a mandatory grammar test. Extenuating circumstances aside (dyslexia, English language learners, etc.), if job hopefuls can’t distinguish between “to” and “too,” their applications go into the bin.
  • Yes, language is constantly changing, but that doesn’t make grammar unimportant.
  • ...5 more annotations...
  • Good grammar is credibility, especially on the internet. In blog posts, on Facebook statuses, in e-mails, and on company websites, your words are all you have. They are a projection of you in your physical absence. And, for better or worse,
  • people judge you if you can’t tell the difference between their, there, and they’re.
  • If it takes someone more than 20 years to notice how to properly use “it’s,” then that’s not a learning curve I’m comfortable with.
  • I’ve found that people who make fewer mistakes on a grammar test also make fewer mistakes when they are doing something completely unrelated to writing — like stocking shelves or labeling parts.
  • programmers who pay attention to how they construct written language also tend to pay a lot more attention to how they code.
  • Jill Bergeron on 15 Jan 14
     
    What grammar indicates about a person's competencies.
Scott Nancarrow

Learning Disability Types w/ ADHD: Dyslexia, Dysgraphia, Dyscalculia - 0 views

www.additudemag.com/...learning-disabilities-overview

learning differences

shared by Scott Nancarrow on 11 Apr 24 - No Cached
  • Scott Nancarrow on 11 Apr 24
     
    Extremely clear (if simplified) overview of learning differences, including definitions and details of identification, treatment, interventions, and outcomes.
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